Thesis advisor: Juliet B. Schor / Despite decades of research and efforts to reform schools, racial disparities in educational opportunities and outcomes, often referred to as the "achievement gap," persist and concerns about students' math learning and achievement continue. Among researchers, educational practitioners, and the wider public, explanations for these ongoing problems usually point to structural influences or individual and cultural factors. For example, structures of schooling (e.g. school funding, organization and curriculum) and those outside of school (e.g. family background and neighborhood characteristics) become focal points for understanding educational inequalities and places for intervention. In terms of explanations that look to individual influences, teachers and students are either targeted for their inadequacies or praised for their individual talents, values and successes. Regarding students in particular, racial inequalities in academic outcomes often become attributed to students', namely black and Latino/a students', supposed cultural devaluation of education and their desires to not "act white" and academically achieve. Together, these explanations lead to the assessment that possibilities of teaching and learning are predetermined by a host of structural and individual influences. But how is the potential to teach and learn at least partially actualized through everyday processes? Moreover, how do these processes, which simultaneously involve structures and individual agents, lead to the production or disruption of racial disparities? To explore these questions, I investigated processes of teaching and learning in one well-funded, racially diverse public high school with high rates of students' passing the statewide standardized test, many students going onto prestigious colleges and universities, and enduring racial inequalities in academic achievement. I conducted fieldwork over three years in 14 math classrooms ranging from test preparation classes to honors math classes and interviewed 52 students and teachers about their experiences in school. Through analyzing the data, I find that what happens within the classroom walls still matters in shaping students' opportunities to learn and achieve. Illustrating how effective learning and teaching and racial disparities in education do not simply result from either preexisting structural contexts or individuals' virtues or flaws, classroom processes mold students' learning and racial differences in those experiences through cultivating or eroding what I refer to as students' sense of academic agency and teachers' sense of agency to teach. For students, that sense of agency leads to their attachment to school, identification with learning in general and math in particular, engagement, motivation and achievement. As classroom processes evolve in virtuous or vicious cycles, different beliefs about students (e.g. as "good kids" or "bad kids") importantly fuel the direction of these cycles. Since racial stereotypes often influence those beliefs, students consequently experience racial advantages and disadvantages in classroom processes. As a result, some students fail to learn and achieve not because they fear "acting white," but because they do not always get to experience classroom processes that cultivate their sense of being agentic in the classroom space, a sense that is distinctly racialized. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_101611 |
| Date | January 2009 |
| Creators | Bao, Chiwen |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
Page generated in 0.0018 seconds